Additional Information
Book Details
Abstract
Social media is at the heart of children’s and young people’s lives. It is intimately entwined with mental health issues and can be both a blessing and a curse.
- Do you fully understand the links between social media and mental health?
- What problems does social media present for your learners?
- What benefits could it bring them?
- What can you do to educate children and young people about the use of social media while also developing their digital resilience?
Whether you are a primary or secondary teacher, this book helps you tackle these questions, with a range of practical strategies and solutions that are workable in school and classroom settings.
Jonathan Glazzard is Professor of Teacher Education at Leeds Beckett University. He is the professor attached to the Carnegie Centre of Excellence for Mental Health in Schools. He teaches across a range of QTS and non-QTS programmes and is an experienced teacher educator. He was previously head of academic development at Leeds Trinity University and head of primary initial teacher training courses at the University of Huddersfield. He is a qualified teacher and taught in primary schools before moving into higher education.
Colin Mitchell has been working with learning technologies in Higher Education for more than 10 years. He is passionate about empowering students and academics to harness technology to enhance teaching and learning. He is also a firm believer that technology is not always the answer and sometimes the best approach can be a simple one. His main area of interest is around effective approaches to prepare trainee professionals for a career in the age of social media.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the series editor and authors | vii | ||
| Introduction | 1 | ||
| Chapter 1 Young people and technology | 3 | ||
| Chapter objectives | 4 | ||
| Introduction | 4 | ||
| Types of social media platforms including instant messaging platforms | 4 | ||
| Web 3.0 platforms | 5 | ||
| Critical questions | 6 | ||
| Social media use: primary | 6 | ||
| Critical questions | 7 | ||
| Case study | 9 | ||
| Critical questions | 9 | ||
| Social media use: secondary | 9 | ||
| Critical questions | 10 | ||
| Case study | 11 | ||
| Critical questions | 11 | ||
| The role of industry in relation to social media | 11 | ||
| The role of advertising in relation to social media | 13 | ||
| The role of the media in relation to social media | 14 | ||
| Summary | 15 | ||
| Further reading | 16 | ||
| Chapter 2 The benefits of social media | 17 | ||
| Chapter objectives | 18 | ||
| Introduction | 18 | ||
| Academic benefits | 18 | ||
| Critical questions | 19 | ||
| Case study | 21 | ||
| Critical questions | 21 | ||
| Social benefits through online communities | 21 | ||
| Critical questions | 22 | ||
| Identity development | 23 | ||
| Developing autonomy | 23 | ||
| Case study | 23 | ||
| Critical questions | 24 | ||
| Psychological benefits | 24 | ||
| Critical questions | 25 | ||
| Summary | 27 | ||
| Further reading | 27 | ||
| Chapter 3 The impact of technology on children’s well-being | 29 | ||
| Chapter objectives | 30 | ||
| Introduction | 30 | ||
| The current context | 30 | ||
| The benefits of social media and internet use | 31 | ||
| The negative impacts of social media | 32 | ||
| Social media, anxiety and depression | 32 | ||
| Critical questions | 33 | ||
| Social media, self-harm and suicide | 33 | ||
| Critical questions | 34 | ||
| Social media and sleep deprivation | 34 | ||
| Critical questions | 35 | ||
| Social media and body image | 35 | ||
| Chapter 4 Cyberbullying | 47 | ||
| Chapter objectives | 48 | ||
| Introduction | 48 | ||
| What is cyberbullying? | 48 | ||
| Harassment | 50 | ||
| Denigration | 50 | ||
| Flaming | 50 | ||
| Impersonation | 50 | ||
| Outing and trickery | 50 | ||
| Cyber stalking | 51 | ||
| Exclusion | 51 | ||
| Spreading rumours and gossip | 51 | ||
| Threatening behaviour | 51 | ||
| Happy slapping | 51 | ||
| Grooming | 52 | ||
| Inappropriate images | 52 | ||
| Bystander effect | 53 | ||
| Critical questions | 53 | ||
| Signs of cyberbullying | 53 | ||
| The effects of cyberbullying | 54 | ||
| Critical questions | 55 | ||
| Case study | 56 | ||
| Critical questions | 56 | ||
| Case study | 57 | ||
| Critical questions | 58 | ||
| Strategies for addressing cyberbullying | 58 | ||
| Critical questions | 59 | ||
| Summary | 60 | ||
| Further reading | 61 | ||
| Chapter 5 Social media and the role of schools | 63 | ||
| Chapter objectives | 64 | ||
| Introduction | 64 | ||
| What is social media? | 64 | ||
| Addressing online abuse | 65 | ||
| Current school approaches to social media | 66 | ||
| Critical questions | 69 | ||
| Challenges for teachers’ online lives | 70 | ||
| Critical questions | 72 | ||
| Case study | 73 | ||
| Critical questions | 73 | ||
| What can social media offer teachers? | 73 | ||
| Working in partnership with other agencies | 74 | ||
| Case study | 75 | ||
| Critical questions | 75 | ||
| Social media curriculum: what might it look like? | 76 | ||
| A progressive whole school approach | 76 | ||
| Critical questions | 77 | ||
| Summary | 78 | ||
| Further reading | 79 | ||
| Chapter 6 Social media and the role of parents | 81 | ||
| Chapter objectives | 82 | ||
| Introduction | 82 | ||
| Parental use of social media | 82 | ||
| Critical questions | 83 | ||
| What are parents worried about? | 83 | ||
| Critical questions | 84 | ||
| Critical questions | 85 | ||
| Case study | 85 | ||
| Parents as role models | 86 | ||
| Critical questions | 86 | ||
| School–parent relationships in relation to social media | 87 | ||
| Critical questions | 89 | ||
| Case study | 90 | ||
| Critical questions | 91 | ||
| Monitoring social media use | 91 | ||
| Summary | 92 | ||
| Further reading | 93 | ||
| Chapter 7 Building digital resilience | 95 | ||
| Chapter objectives | 96 | ||
| Introduction | 96 | ||
| What is digital resilience? | 96 | ||
| Critical questions | 97 | ||
| Types of risk | 97 | ||
| Who is at risk? | 98 | ||
| Emotional resilience | 99 | ||
| Social resilience | 99 | ||
| Psychological resilience | 100 | ||
| Critical digital resilience | 100 | ||
| Critically engaging with digital content | 101 | ||
| Behavioural prompts that build resilience | 102 | ||
| Empowering young people to take action | 103 | ||
| Case study | 103 | ||
| The role of the school curriculum in building character | 104 | ||
| Critical questions | 104 | ||
| Developing a digital curriculum | 104 | ||
| Empowering young people to generate solutions | 105 | ||
| Peer–peer support | 105 | ||
| Developing a moral and ethical curriculum | 106 | ||
| Developing emotional literacy | 106 | ||
| Conclusion | 113 | ||
| Key Messages | 113 | ||
| Leadership and management | 113 | ||
| School ethos and environment | 114 | ||
| Curriculum, teaching and learning | 114 | ||
| Student voice | 114 | ||
| Staff development, health and well-being | 114 | ||
| Identifying need and monitoring impact | 115 | ||
| Working with parents/carers | 115 | ||
| Targeted support | 115 | ||
| References | 117 | ||
| Index | 125 |